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  • 1.
    Calvi, Jean-Paul
    et al.
    Universite Paul Sabatier, Toulouse, France.
    Filipsson, Lars
    KTH, Superseded Departments, Mathematics.
    The polynomial projectors that preserve homogeneous differential relations: a new characterization of Kergin interpolation2004In: East Journal on Approximations, ISSN 1310-6236, Vol. 10, no 4, p. 441-454Article in journal (Refereed)
  • 2.
    Cronhjort, Mikael
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Filipsson, Lars
    KTH, School of Engineering Sciences (SCI), Mathematics (Dept.).
    Maria, Weurlander
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Can Peer Instruction in calculus improve student learning? 2013In: Proceedings of the 9th International CDIO Conference: Massachusetts Institute of Technology and Harvard University School of Engineering and Applied Sciences , Cambridge, Massachusetts, USA: CDIO , 2013Conference paper (Refereed)
    Abstract [en]

    We report on an experiment in which we used Peer Instruction instead of traditional lectures in a Calculus course for beginning engineering students at KTH Royal Institute of Technology. In order to enable evaluation in a controlled experiment setting, we kept the rest of the course – text book, tutorials and examination – unchanged. The student’s pre-knowledge was measured by a diagnostic test, and their post-knowledge was measured by the written exam of the course. Our data indicate that the Peer Instruction group learned more than the control group, who had traditional lectures. In questionnaires at the beginning of the course and at the end, we asked for the students’ perceptions of Peer Instruction as teaching method and if they had found it useful as a tool for learning calculus. The answers show that the students appreciated being more active and motivated with Peer Instruction, but also that they found the method challenging and somewhat frustrating. A major problem was that the textbook was difficult to read in advance.

  • 3.
    Cronhjort, Mikael
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Filipsson, Lars
    KTH, School of Engineering Sciences (SCI), Mathematics (Dept.).
    Weurlander, Maria
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Improved engagement and learning in flipped-classroom calculus2018In: Teaching Mathematics and its Applications, ISSN 0268-3679, E-ISSN 1471-6976, Vol. 37, no 3, p. 113-121Article in journal (Refereed)
    Abstract [en]

    We report on an effort tomeasure the effect of replacing traditional lecture-based teachingin calculus with a flipped-classroom approach.We base the comparison between the twoteaching models on data fromthree sources: (a) a Calculus BaselineTest, designed specificallyfor this purpose and given as pre-test and post-test; (b) a survey measuring studentengagement; and (c) student achievement on the final exam. On the Calculus BaselineTest, we found that the normalized gain was 13% higher in the flipped-classroom group.Similarly, the flipped-classroom group scored significantly higher on the engagementsurvey. Also, the students of the flipped-classroom group performedmuch better than expectedon the final exam of the course, with a substantial decrease in failure rate.

  • 4.
    Filipsson, Lars
    KTH, School of Engineering Sciences (SCI), Mathematics (Dept.), Mathematics (Div.).
    C-convexity in infinite-dimensional Banach spaces and applications to Kergin interpolation2006In: International journal of mathematics and mathematical sciences, ISSN 0161-1712, E-ISSN 1687-0425, Vol. 2006Article in journal (Refereed)
    Abstract [en]

    We investigate the concepts of linear convexity and C-convexityin complex Banach spaces. The main result is that any C-convex domain is necessarily linearly convex. This is a complex version of the Hahn-Banach theorem, since it means the following: given a C-convex domain Ω in the Banach space Xand a point p∉Ω, there is a complex hyperplane through p that does not intersect Ω. We also prove that linearly convex domains are holomorphically convex, and that Kergin interpolation can be performed on holomorphic mappings defined in C-convex domains.

  • 5.
    Filipsson, Lars
    KTH, Superseded Departments, Mathematics.
    Kergin interpolation in Banach spaces2004In: Journal of Approximation Theory, ISSN 0021-9045, E-ISSN 1096-0430, Vol. 127, no 1, p. 108-123Article in journal (Refereed)
    Abstract [en]

    We show that Kergin interpolation, a generalized Lagrange-Hermite polynomial interpolation, may be defined on mappings between general Banach spaces. Like its finite-dimensional counterpart, Kergin interpolation in this setting is an affine-invariant projector. We obtain an error formula which we use to approximate holomorphic mappings. As an application we give a convergence theorem applicable to, for instance, operators on Banach algebras, such as the algebra of square matrices with complex coefficients.

  • 6.
    Filipsson, Lars
    KTH, Superseded Departments, Mathematics.
    On polynomial interpolation and complex convexity1999Doctoral thesis, monograph (Other scientific)
  • 7.
    Thunberg, Hans
    et al.
    KTH, School of Engineering Sciences (SCI), Mathematics (Dept.), Mathematics (Div.).
    Filipsson, Lars
    KTH, School of Engineering Sciences (SCI), Mathematics (Dept.), Mathematics (Div.).
    Aims versus Expectations – a Swedish study of problems related to the transition from secondary to tertiary education in mathematics2008Conference paper (Refereed)
    Abstract [en]

    For a number of years now there has been reports that beginning science and engineering students at Swedish universities are having difficulties in passing their mathematics courses. Several studies involving diagnostic tests given to such students report a decline in student knowledge in areas generally considered to be important prerequisites of university mathematics. In order to describe, understand and explain the situation, we have performed a study involving not only the university perspective but also the perspective of students and secondary school teachers. We pinpoint areas of mathematics that constitute a gap of content, i.e. areas that are not covered in secondary school but nevertheless at university are treated as if they had already been covered. We also find a clash of cultures, i.e. a discrepancy in views of what constitutes important mathematical knowledge. Our method using questionnaires as well as course materials and official documents allows for a detailed description of how the goals of secondary school mathematics education are implemented in classroom practice, and how they compare with the expectations on newcomers in the classroom practice at the university.

  • 8.
    Thunberg, Hans
    et al.
    KTH, School of Engineering Sciences (SCI), Mathematics (Dept.), Mathematics (Div.).
    Filipsson, Lars
    KTH, School of Engineering Sciences (SCI), Mathematics (Dept.), Mathematics (Div.).
    Cronhjort, Mikael
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Gymnasiets mål och högskolans förväntningar2006In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, Vol. 33, no 2, p. 10-15Article in journal (Other (popular science, discussion, etc.))
  • 9.
    Weurlander, Maria
    et al.
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Organisation and leadership.
    Cronhjort, Mikael
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Filipsson, Lars
    KTH, School of Engineering Sciences (SCI), Mathematics (Dept.).
    Engineering students’ experiences of interactive teaching in calculus2017In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 36, no 4, p. 852-865Article in journal (Refereed)
    Abstract [en]

    This study reports on an educational development initiative where peer instruction was used instead of traditional lectures in a calculus course for first-year engineering students. The aim of the study was to explore students’ experiences of this method. Data were collected by means of an open-ended questionnaire on two occasions: early and late in the course. The data were analyzed with an inductive content analysis. The findings comprise three qualitatively different ways to experience the interactive teaching method in calculus: (1) enthusiasm, (2) nuanced skepticism and (3) aversion. The categories differed regarding emotional reactions to the teaching, experiences of learning, conceptions of teaching and learning, and experiences of meaningfulness. Many students expressed enthusiasm for learning with peer instruction and noted that the method gave both teachers and students feedback on what students have difficulties with. These students perceived that they were responsible for their own learning. Other students experienced that peer instruction had some advantages and disadvantages, and preferred a mix between traditional lectures and peer instruction sessions. They seemed to believe that teachers and students share responsibility for learning. Some students expressed an aversion for peer instruction and the method seemed to challenge their beliefs of how teaching and learning is best conducted. Our study illustrates that educational development initiatives, even though based on research on student learning, do not benefit all students. One of the major obstacles seems to be that students’ underlying beliefs regarding teaching and learning may be counterproductive to the ideas behind the educational initiative. We suggest that beliefs regarding teaching and learning need to be addressed when introducing new teaching and learning methods.

1 - 9 of 9
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